The Development and Growth of Empathy Among Engineering Students

Discourse on empathy is growing globally, as is its focus within the engineering community. In the context of engineering, scholars have depicted this interpersonal phenomenon as a necessary skill for effectively communicating, a core component of ethical reasoning, and a key technique for designing to meet the needs of users. However, literature regarding its development within engineering is rather limited, and the literature that does exist is disconnected. Even literature outside of engineering tends to focus on childhood development as opposed to adult development. While the developmental literature may tend to focus on earlier ages (likely because this is when an individual most rapidly develops), the endeavor of empathic growth and development need not be abandoned within post-secondary education. Rather, it indicates that we lack an understanding of the ideal means for empathic development later in one’s life. Given the growing emphasis on the necessity of empathy to thrive as an engineer, engineering educators need to understand the constellation of existing tools and pedagogical techniques to foster empathy within the engineering curriculum. This synthesis piece highlights a variety of educational contexts and pedagogical techniques, each of which we posit are equally salient and mutually supportive for the development of engineering students’ empathic skills, abilities, or dispositions. We draw from literature from a wide variety of fields, including counselling, psychology, moral philosophy, psychotherapy, neuropsychology, and engineering education. In sum, we describe five educational contexts and a myriad of techniques that we posit, when used effectively and spread across engineering curricula, will be effective means towards the development of empathy among engineering students

Exploring the Manifestation of Empathy within Engineering Innovation and Design

poster abstractThe study of empathy within engineering has potential to improve the education of innovative and ethically-oriented engineers through the application of empathically guided engineering principles and processes. However, the collective understanding of the role of empathy within engineering is minimal. Hence, the purpose of these two distinct but aligned investigations was to understand how empathy manifests within engineering innovation and design. Specifically, the guiding research questions included: (1) “In what manner and to what extent does empathy predict innovative behavioral tendencies?”, and (2) “In what ways does empathy manifest throughout design?” To address the initial research question, we disseminated two validated instruments (the Interpersonal Reactivity Index and Innovative Behavioral Scales) to students at a large, public, mid-western university. Through a series of multiple regression analyses, we found that that cognitive empathy types (e.g., perspective-taking, fantasy) showed a more pronounced relationship with innovative behavioral tendencies (e.g., questioning, idea networking, observation) than affective empathy types (e.g., empathic concern, personal distress). To address the second research question, we thematically analyzed a set of critical events extracted from eight videos that featured nine STEM students who participated in a three-week service-learning course at the same university. Through our analysis, we found four categories with 12 underlying themes that represented empathically-oriented techniques designers utilized to develop a user-centric empathic understanding, as well as how these informed their creation of design criteria, outcomes, and evaluation of those outcomes. Taken together, the results indicate that empathy is highly salient within engineering, and that emphasizing this salience throughout engineering programs and organizations could change broader societal images to demonstrate the relevance of empathy to engineering design and innovation. This, in turn, might attract more empathically-inclined students to engineering

In Their Shoes: Student Perspectives on the Connection between Empathy and Engineering

An emerging body of literature highlights the importance of empathy within engineering work and explores how engineering students develop empathic tendencies and utilize empathy during design. Still, more work needs to be done to better understand how engineering students conceptualize empathy and view its role in engineering practice. In this study, we explored the ways that engineering students described empathy and its application in their engineering work. Eight engineering students, from seven different majors, ranging from juniors to doctoral students, participated semi-structured interviews focused on the empathy in engineering. Using thematic analysis we uncovered three themes revealing engineering students’ experiences with empathy (understanding others’ feelings, important in everyday life, generally outside the scope of engineering) and four themes revealing potential uses for empathy in engineering work (team settings, problem contextualization, human-centered design, individual inspiration). These findings highlight existing gaps between students’ perceptions of empathy as compared to scholarly literature on the role of empathy in engineering and perceptions from engineering faculty and practicing engineers. For example, the themes demonstrate that students are often generally aware of certain potential uses of empathy, but have not necessarily experienced those uses in their own work. In the paper, we discuss how alignments or discrepancies between student and expert perceptions both extend our notions of the role of empathy in engineering and identify areas that can be better supported through engineering instruction

Exploring the Role of Empathy in a Service-Learning Design Project

The emergence of empathic design has inspired growing discourse on the role of empathy within design. While research on empathic design acknowledges the presence of empathy in design practice, little attention has been paid to its underlying mechanisms and how these mechanisms operate within the designer’s mind throughout the design process. In this study, we used the service-learning data set to develop an emergent empathic design model. We collected and analyzed any instances in which designers evidenced empathy for the end users. We kept empathy loosely defined due to the exploratory intent of this study and the recognition that empathy by designers for users may show itself only subtly in designers’ reflections on interactions with users. Through thematic analysis of over 100 critical instances during the 8 service-learning videos, we discovered 4 higher level themes with 12 underlying patterns of empathy in the design process. These themes included (a) developing understanding - design behaviors oriented towards identifying and comprehending the perspectives of potential users, (b) identifying criteria and constraints - employing an empathic understanding of the user to set design goals and parameters, (c) generating design concepts - designers’ empathic understanding of the user inspires new design concepts, and (d) evaluating design concepts - using empathy to determine the appropriateness of specific design concepts for the users. These themes, their underlying patterns, and 5 additional patterns associated with empathy but not considered empathic, were mapped to depict an empathic design model

Structured Pairing in a First-Year Electrical and Computer Engineering Laboratory: The Effects on Student Retention, Attitudes, and Teamwork

This paper describes a simple technique, structured pairing, for organizing student teams in engineering instructional laboratories. This technique was adapted from pair programming, which was previously found to improve student confidence, satisfaction, and retention in computer science. A study of structured pairing was implemented in a large required course for first-year students in electrical and computer engineering. Six laboratory sections implemented structured pairing, and the other seven laboratory sections operated in a traditional way (i.e., unstructured team interactions). Data were collected from a student survey, two focus groups, and course enrollment records. Structured pairing students reported significantly higher confidence in laboratory tasks and satisfaction with the course and teamwork experiences. Focus group data indicated that structured pairing students experienced reciprocal scaffolding (i.e., students acknowledged that they learned from each other). Short-term retention in engineering did not differ significantly between structured pairing and traditional section students. These findings suggest that structured pairing is a more engaging and motivating alternative to traditional laboratory teaming methods

Sulphonamide Derivatives of Heptamethylenimine. Synthesis of Arylsulphonyl-1, 1-Heptamethylenimines, N-[B-(1, 1-Heptamethylenimino) ethyl]-arylsuphonamides and N-F>-(1,1-Heptamethylensulphamyl) butyl]-arylsulphonamides

Arylsulphonyl-1,1-heptamethylenimines, N-[~-(1,1-heptamethylenimino) ethyl]-arylsulphonamides and N-[li-(1,1-heptamethylensulphamyl) butyl] -arylsulphonamides were prepared by condensation of heptamethylenimine with arylsulphonylchlorides in acetone solution. li-(1,1-Heptamethylensulphamyl) butylamine was prepared from heptamethylenimine and 4-chlorbutansulphonylchlorid via li-(1,1-heptamethylensulphamyl) butylchloride and li-(1,1-heptamethylensulphamyl) butylphthalimide

A Cross-Case Analysis of Disciplinary Identities Communicated Through Design Reviews

In post-secondary educational settings, discourse is a mechanism by which students develop occupational identities as they engage in a particular community that communicates attributes of their prospective profession. This study focuses on revealing disciplinary identities and how they are conveyed and negotiated during interactions between design students and project reviewers. We draw upon Gee’s identity framework and focus on the enactments of disciplinary identity in three different disciplinary settings: choreography, industrial design, and mechanical engineering. A cross-case analysis indicated differences that were epistemological (e.g., subjectivity of reviews) and similarities in ways instructors modeled institutional identities. The results have implications for interdisciplinary activities and suggest that disciplines that engage in design have much to learn from one another

Numerical approximation of a concrete carbonation model: study of the t\sqrt{t}-law of propagation

International audienceIn this paper, we are interested in the long time behavior of approximate solutions to a free boundary model which appears in the modeling of concrete carbonation [1]. In particular, we study the long time regime of the moving interface. The numerical solutions are obtained by an implicit in time and finite volume in space scheme. We show the existence of solutions to the scheme and, following [2, 3], we prove that the approximate free boundary increases in time following a $\sqrt{t}$-law. Finally, we supplement the study through numerical experiments

Critical Incidents in Ways of Experiencing Ethical Engineering Practice

Background: Ethics is a required outcome for engineering education programs, but few studies focus on how workforce experiences lead to changes in how engineers experience ethics in practice. By identifying what incidents influence the ways that engineers come to experience ethical engineering practice, we can more effectively design post-secondary pedagogy based on these experiences. Purpose: We address the research question, What types of critical incidents influence engineers ways of experiencing ethical engineering practice? By identifying and categorizing critical incidents, we aim to provide the engineering education community with strategies and stories that they can embed in post-secondary engineering ethics curriculums. Design/Method: We employed a semi-structured interview protocol to solicit experiences with ethical engineering practice among 43 engineers from a variety of engineering disciplines and who were all currently working in the health products industry. While the interviews focused on ways of experiencing ethical engineering practice, many participants discussed critical change-inducing incidents therein. Thus, we used critical incident technique to identify and synthesize influential workforce experiences in their ethical practice. Results We identified 106 critical incidents, or workforce experiences that led to a change in how engineers viewed or practiced ethical engineering. We grouped incidents into 17 critical incident types, which represent patterns of events or behaviors that led to a change or reinforcement in ethical practice. We grouped incident types into five categories: (1) Cultural Immersions, (2) Interpersonal Encounters; (3) Ethical Actions, (4) Ethical Failures, and (5) Mentorship Events. Conclusion: This study can inform educational change efforts by ensuring that such efforts are grounded in and based on the lived experiences of practicing engineers. We found that Cultural Immersions was the most prominent type of critical incident among participants, and thus we emphasize the import of supporting student awareness of organizational culture, including how it informs ones ethical views and practices. Based on the range of incident types, we also emphasize how instructors might consider and build the multitude of incident types and categories to implement pedagogy aligned with workforce experiences